Writing Their Way to Success....

I found Tyre's (2012) statement, "Students’ inability to translate thoughts into coherent, well-argued sentences, paragraphs, and essays was severely impeding intellectual growth in many subjects. Consistently, one of the largest differences between failing and successful students was that only the latter could express their thoughts on the page" extremely eyeopening (p. 1).  I greatly value and appreciate the passion that DeAngelis had for her school.  She recognized the problem, but rather than let the problem defeat everyone involved, she initiated a solution for the school- improving the students' writing.  It is rare to find people who genuinely want to find solutions to their problems and see others around them succeed.  The New Dorp's Writing Revolution definitely challenged everyone involved.  I, too, agree that students need to be taught the basics of grammar and writing conventions in order to strengthen their writing skills.  While some students will naturally "catch" writing skills along the way, other students must be taught the skills that will make them successful writers and communicators of ideas.  

The response I read to the Writing Revolution was A Passionate, Unapologetic Plea for Creative Writing in Schools by Rebecca Wallace-Seagall was a passionate piece about keeping creative narratives, fiction writing, and memoirs a part of the students' writing program.  I especially loved the summarizing sentence at the beginning of the piece in which Wallace-Seagall (2012) states, "Some fiction and memoir programs are a waste of classroom time. Others sharpen students' thinking and provide them with unmatched insight. Good teachers know the difference" (p. 1).  Good teachers are the balance or equalizing factor in this equation!  I have learned from my mentor teacher this year that there are no two classes or no two students who are exactly the same.  Teaching is all about molding your lessons and instruction to best meet the needs of your students.  When great teachers truly know their students, those teachers know what type of instruction will boost the students to the next level and challenge them.  The Writing Revolution article did not go into detail about the type of writing instruction that the students received in their language arts classes.  Perhaps there was an opportunity for the students in New Dorp to write creatively and expressively while working on academic writing.  

I believe that there is a balance to find when considering what the students need to become successful both in school and after school.  My desire is to know my students well enough to find that balance quickly and implement it smoothly.  Writing is indeed a powerful tool that can take you anywhere!  


Tyre, P. (2012, October). The Writing Revolution. The Atlantic. Retrieved November 12, 2012, from 
           http://www.theatlantic.com/magazine/archive/2012/10/the-writing-revolution/309090/3/

Wallace-Segall, R. (2012, October, 4).  A Passionate, Unapologetic Plea for Creative Writing in Schools.  The 
          Atlantic.  Retrieved November 12, 2012, from  http://www.theatlantic.com/national/archive/2012/10/a-
          passionate-unapologetic-plea-for-creative-writing-in-schools/263212/